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Reg. No.: 2011/011959/07
English First Additional Language
Facilitator’s Guide
Grade 3
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CAPS aligned Dr N Scheepers
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Introduction for the facilitator
Impaq’s approach to language teaching in Grade 3
Language is an instrument for thinking and communication. The effective use of language enables learners to think and gain knowledge, be creative, develop their own identity, as well as express their feelings and ideas when interacting with others. Learners’ home language forms an important foundation and becomes the instrument for communication and learning.
In Grade 3, effective language teaching and learning require the development and creation of learning opportunities and interactions that focus on the development of learners’ ability to listen, speak, think, argue, read and write. The learning programme comprises 20 learning units that stretch over 40 weeks of the academic year. Each learning unit consists of 10 days spread over two weeks.
Each day offers one or two detailed language sessions on these aspects:
• Listening and speaking
• Reading and phonics
• Writing and language structure
Listening and speaking
Listening and speaking form an integral part of all other learning areas. These are important skills that form the foundation of learning and that is why, in Grade 3, time is specifically dedicated to focused activities to develop listening and speaking skills. The listening and speaking activities are designed to improve learners’ vocabulary and language structure. The facilitator should use all opportunities to have a conversation with learners. If learners do not engage in spontaneous conversation, the facilitator may start a conversation by asking questions.
The listening and speaking activities include conversations about specific topics, picture discussions, introductions to new stories, as well as discussions after each story. The Grade 3 First Additional Language programme offers focused listening and speaking sessions, which are often integrated with reading or writing sessions.
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Listening and speaking form and integral part of all learning activities in the Grade 3 class. Specific sessions in each learning unit are dedicated to listening and speaking activities. It is, however, important that the facilitator integrates listening and speaking activities with other areas of learning. In other areas of learning, learners are taught critical thinking, listening and speaking when interacting and engaging in activities within each area of learning.
Reading
Reading proficiency is an important component of the Grade 3 First Additional Language programme. The year plan is based on the reading series Reading is fun. The reading series consists of four phases with five stories each. As the learner’s reading proficiency develops throughout the year, the stories and sentences become longer and more challenging.
The programme is compiled to promote word recognition and sentence construction. Learners regularly read high frequency words to improve their reading proficiency. As the learner’s reading proficiency improves, time dedicated to high frequency words is reduced. The facilitator uses sight words and introduce learners to new words to prepare them for each reading lesson. The facilitator uses flash cards in the facilitator aid to introduce sight words. These flash cards promote word recognition and help to develop learners’ reading proficiency.
Grade 3 ~ English First Additional Language
The learning programme provides for shared reading, when the learners read with the facilitator, as well as individual reading. Learners are continuously introduced to new words in the reading series as they prepare for the reading sessions. There are, however, sessions where learners will be expected to read unseen texts.
Phonics
Every learning unit includes a range of phonics activities. These activities alternate between the introduction of new sounds, embedding sounds and word building.
The phonics sessions are spread over the 20 learning units. The learners revise all the single sounds (vowels and consonants), as well as digraphs learnt in Grade 2. The learners are then introduced to more complex sound combinations at the beginning and end of words. They are constantly learning new sounds, but ample time is provided for revision, embedding and word building. This requires learners to complete a writing activity each week where they write familiar words of the week in their class workbooks.
Writing
Writing activities develop first additional language learners’ ability to write sensible sentences. Initially, writing activities are simple and require learners to fill in words to complete sentences, and even build sentences. As the programme progresses, learners are challenged to write sentences themselves, plan and write stories, and to read with comprehension and fill in answers.
Language structure
The Grade 3 First Additional Language programme introduces learners to parts of speech, specifically nouns and verbs, and also provides simple exercises to teach them about present, past and future tense in spoken and written language.
Materials and resources
Grade 3 learners write with a pencil and later in the year with a pen. All written activities are set out in the one workbook. The learners require two blank exercise books for creative writing exercises and to write familiar spelling words (weekly exercise). Use exercise books with thicker lines and margins (feint and margin).
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Materials and resources and how to use them
The Grade 3 package comprises the following products:
1. Facilitator’s guide
2. Workbook
3. Reading is fun, phase 6 to 9
4. Learner aid:
4.1 Phonics for phonic sessions
4.2 High frequency words
5. Facilitator aid:
5.1 Surprise words
5.2 Sight words per learning unit
5.3 Words for phonics
5.4 High frequency words
5.5 30 Seconds™ cards
6. Assessments (portfolio book and assessment guide and memorandum)
Grade 3 ~ English First Additional Language
You have to buy the following additional resources:
• Pencils and pens for writing activities.
• Two blank exercise books with feint lines and margins.
Facilitator’s guide
The facilitator’s guide consists of 20 learning units. Every learning unit is spread over two weeks and consists of 10 days. Every day is divided into three or four language sessions that cover listening and speaking, reading, phonics and writing. Refer to the proposed daily programme for the time allocation of the sessions.
Every session is concluded with two information boxes: Conceptualisation and Resources. The conceptualisation box provides a short summary of the concepts that are embedded, while the resources box provides a list of items provided and/or required for the session.
Two symbols are used in each session.
The owl indicates what the facilitator must do.
The pencil indicates what the learner must do.
Workbook
The workbook consists of 117 activities, which support the development of reading and writing skills.
Reading series: Reading is fun
The reading series consists of phase 6 to 9 with five stories per phase. Flash cards with sight words from the reading series are included in the facilitator aid.
Learner aid
1. Phonics for phonic sessions
The learner aid contains phonic cards for the phonic activities in the facilitator’s guide. The sounds are used for word building activities.
2. High frequency words
The high frequency words from the reading series are organised per learning unit. Use the words in conjunction with the reading sessions in the facilitator’s guide.
Facilitator aid
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1. Surprise words
Twenty unfamiliar words that are used during one listening and speaking activity per learning unit dealing with ‘difficult’, unfamiliar words.
2. Sight words
The sight words from the reading series are organised per story. Use the words in conjunction with the reading sessions in the facilitator’s guide.
3. Words for phonics
The words for phonics are in the same order as they appear in the facilitator’s guide, and not alphabetically.
4. High frequency words
The high frequency words from the reading series are organised per learning unit. Use the words in conjunction with the reading sessions in the facilitator’s guide.
5. 30 Seconds™ cards
Playing cards based on the popular 30 Seconds™ boardgame. Use the cards for listening and speaking activities as indicated in the facilitator’s guide.
Suggested timetable for Grade 3
Per week: 23 hours
1. Home Language (HL): 8 hours
2. First Additional Language (FAL): 2 hours
3. Mathematics: 7 hours
4. Life Skills (LS): 6 hours
07:50 –
–
–10:10
Learning unit 1
Day 1 Week 1
Session 1: Listening and speaking: Book discussion
The facilitator introduces a new story to the learners. Discuss the title and cover of the story: ‘Tom sees double’.
• Read the title out loud.
• Facilitate a discussion about twins. Are there twins in the class?
• Refer to identical and fraternal twins.
Describe the picture on the front page of the story: ‘Tom sees double’. Lead a discussion about the picture through questions and answers. Use the questions below, but formulate additional questions based on the learners’ answers.
• What are Tom and Tandi doing? They are peeking over the wall.
• Why are they peeking over the wall? To see what the new neighbours look like.
• What do they see on the other side? Two girls playing with two dogs.
• What do the twins look like? They look exactly the same.
• Look at the picture. What season is it? Do you think it is summer or winter? Why do you say that? Summer. The children are wearing summer clothes.
• What are the twins doing in the garden? Playing with their dogs.
• Do you have pets? Learners engage in an informal discussion about pets, caring for pets and why it is great to have a pet.
Session 2: Reading: Tom sees double
The learners are already familiar with high frequency words. In Grade 3, they still read high frequency words to improve reading skills.
• Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud.
• Flash the sight words for the story: ‘Tom sees double’.
• Sound and read the sight words with the learners.
• Shuffle and flash the words. Learners read each word at least three times.
• The facilitator reads page 8 of the story to the class. The learners follow in their books and then try to read the story on their own.
Session 3: Phonics: Learn th
Introduce the digraph th.
• Flash the following words to the learners: the, this, that, them, thin.
• Learners read the words. They identify the th at the beginning of all the words.
• Emphasise the pronounciation of the th sound (soft th and hard th).
• Flash the words again. The learners sound and read every word, e.g., th-a-t = that.
Use the sounds from the resources and build words with the th sound.
• The facilitator reads the words to the class. Learners listen and build each word.
• Learners may assist each other if they find it hard to sound and build a word.
• Use the following words: them, thin, then, than, this, the, three, think.
• You may add additional words to the activity.
Session 4: Writing: My holiday
Today is the first day of the new year. All the learners are back at school after a long holiday.
• Complete activity 1 in the workbook.
• Write at least 4 sentences about your holiday.
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• Learners may assist one another if they struggle to find appropriate words or formulate longer sentences.
Day 2
Session 1: Listening and speaking: Unprepared oral
During the writing activity yesterday, learners wrote sentences about their holiday.
• Divide the class into groups. If there are less than 10 learners, work as one group.
• Learners get the opportunity to tell the class about their holiday. The listening and speaking activity is only scheduled for 15 minutes. Manage the session to provide adequate time for all the learners to talk to the class.
• This session serves as an unprepared oral where learners are required to talk about their experiences during the holidays. Move from one group to the next to assist learners where necessary. Ask questions to encourage the discussion, especially if learners find it difficult to communicate in their additional language.
Session 2: Reading: Tom sees double
Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times.
• Flash the sight words for the story: ‘Tom sees double’.
• Sound and read the sight words with the learners.
• Shuffle and flash the words. Learners read each word at least three times.
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• The learners work in groups and read page 8 of the story. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.
Session 3: Writing: Making a list
Complete activity 2 in the workbook.
• Pretend that you are going on holiday. You need to pack your suitcase.
• Make a list of at least 10 items that you must pack in your suitcase to take along on holiday.
• You may use a dictionary to find words if you are struggling with spelling and vocabulary.
Day 3
Session 1: Listening and speaking: News
The learners share daily news or personal experiences. They identify an experience or event that they would like to share with the class. Give two or three learners the opportunity to share their news. Give other learners an opportunity to share their news in the next session: in this way, each learner gets an opportunity.
• Listen to the learner’s story/news and respond with open-ended questions (questions which cannot be answered by a simple yes or no). The learner’s story/news becomes the theme of the conversation.
• Pay attention to sentence construction and vocabulary to share an experience.
• Learners are allowed to ask questions and engage in a conversation about the speaker’s story/ news.
Session 2: Reading: Tom sees double
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Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times.
• Flash the sight words for the story: ‘Tom sees double’.
• Sound and read the sight words with the learners.
• Shuffle and flash the words. Learners read each word at least three times.
• The facilitator reads page 9 to 10 of the story to the class. The learners follow in their books and then try to read the story on their own.
Grade 3 ~ English First Additional Language
Session 3: Phonics: Learn sh
Introduce the digraph sh
• Flash the following words to the learners: ship, shop, she, shed, shut.
• Learners read the words. They identify the sh at the beginning of all the words.
• Flash the words again. The learners sound and read every word, e.g., sh-i-p = ship.
Complete activity 3 in the workbook. Use the words to complete the sentences.
Answers
• There is a big ship in the harbour.
• Please shut the door when you leave.
• Grandpa has sheep on the farm.
• Put the rake in the shed
• We buy books from the shop.
• Put on your shoes
• They found a shell in the sand.
• She is a friendly girl.
Session 4: Language use: Questions
Learners are familiar with question marks. They know that we use a question mark at the end of a question (written). The formulation of questions in the additional language may be difficult for some learners.
• Discuss the difference between a question and a normal sentence (statement).
• Use examples to demonstrate questions.
• E.g., Are you cold? Did you complete the previous activity? What would you like to do?
Work in groups.
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• Play a question-and-answer game. Take turns to ask the group questions. Group members answer the questions and the learner may ask another question in return.
• E.g., Do you have a pet?
• What kind of animal is your pet?
• What is your pet’s name?
• What does your pet look like?
• The facilitator works with the groups and assists where necessary.
Day 4
Session 1: Reading: Tom sees double
Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times.
• Flash the sight words for the story: ‘Tom sees double’.
• Sound and read the sight words with the learners.
• Shuffle and flash the words. Learners read each word at least three times.
• The learners work in groups and read page 9 to 10 of the story. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.
Session 2: Language use: Questions
Revise the question mark and formulate questions.
• Yesterday, learners worked in groups to ask and answer questions.
• Emphasise the words that we usually use to formulate questions, e.g., Who ...? Why ...? When ...? How ...? Where ...? What ...?
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Session 3: Writing: Questions
Write 3 questions in your exercise book. The facilitator may assist the learners in this activity.
